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Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction

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Assessment for Learning: Meeting the Challenge of Implementation

Part of the book series: The Enabling Power of Assessment ((EPAS,volume 4))

Abstract

Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported.

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Authors and Affiliations

  1. WestEd, San Francisco, USA

    Margaret Heritage

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  1. Margaret Heritage
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Correspondence to Margaret Heritage .

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Editors and Affiliations

  1. University of Ottawa, Ottawa, Ontario, Canada

    Dany Laveault

  2. University of Geneva, Geneva, Switzerland

    Linda Allal

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Heritage, M. (2016). Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction. In: Laveault, D., Allal, L. (eds) Assessment for Learning: Meeting the Challenge of Implementation. The Enabling Power of Assessment, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-39211-0_19

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  • DOI: https://doi.org/10.1007/978-3-319-39211-0_19

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-39209-7

  • Online ISBN: 978-3-319-39211-0

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